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Completed Research and Evaluations

DEECD Instructional Model Case Studies

Our team researched and documented 10 different school approaches to use of an instructional model or teaching framework to strengthen teaching and learning across schools. There are available from the Department of Education and Training.

Effective Network and School Based Professional Learning

Our team conducted a four year study for the Victorian Department of Education to investigate effective school and cluster based professional learning and the role implications for leaders at a system, school and team level. In particular we were asked to identify what transforms teacher professional learning and which practices were the most effective in making a difference student learning.

Evaluation of the Leading for Contemporary Learning in Catholic Schools program

This program was initiated to to develop the pedagogic and leadership capacities of learning leaders to design and facilitate a rigorous and relevant curriculum for the 21st century. The project involved Primary and Secondary schools from each of the four CEOM regions and was underpinned by a three-way focus that promoted ‘Professional Inquiry + Connected Learning + Dialogue’. EdP was commissioned to co-design and collaboratively evaluate the initiative by generating and co-analysing data, guiding participating schools, project leaders and regional facilitators to take stock of their progress, reveal and thematically analyse impacts, consider enablers, and identify ‘gaps’ or areas teams wanted to strengthen or attend to in future. A meta-analysis revealed eleven over-arching themes in the data which are now informing system policy.

ICON Evaluation

This study was a collaborative endeavor with the Catholic Education Office of Melbourne ICON team to investigate the impact of the system level team’s work. Our EdP Researcher guided the ICON team to engage in a reflective and evidence-informed process to identify, reveal and analyse their experiences and the impact of their work on colleagues. The team engaged in a research and evaluation process to clarify and understand more thoroughly their work and its implications. They identified significant themes and factors necessary to enable productive ways of working and learning across the system.

Home School Partnerships Research

A comprehensive investigation into the particular relationships between parents, teachers, support staff, out-of-hours care staff and school leaders. Our co-design and collaborative analysis approach resulted in those concerned owning and understanding this research which informed subsequent actions.

SparkL Research and Evaluation

Our SparkL research involved a collaboration with three other research institutions as well as our own ongoing research and evaluation to investigate the impact of the SparkL initiative on student learning and teaching. Conducted over nine years, SparkL supported 20 schools located in disadvantaged communities. Our research identified the leadership and cultural conditions that enabled SparkL to have the most productive impact as well a range of capacity building and learning design implications for classroom teaching and in-school professional learning.

Creativity

The role of creativity in learning, why it is valued and how best to teach in ways that develop creative capacities was explored in both early childhood and school sector research.

Multiliteracies

Our research in the area of multiliteracies was conducted in partnership with teachers in early childhood, primary and secondary settings and colleagues from three universities in Victoria, NSW and Western Australia. These research projects were funded by the Australian Government through both ARC and AGQTP grants.

CEOM Enhancing Catholic Schools Identity Project Evaluation

An innovative collaboratively designed evaluation where those most invested in the project have the opportunity to collaboratively design and analyse the data with our lead researchers.

CEOM Learning Centred Schools Research

A collaborative, multi-level system investigation designed to enable a refresh of current teaching and learning policy informed by representatives of all voices in the system – students, parents, teachers, leaders in schools, regions and central offices. Components of the research include:

an appreciative inquiry with ten primary schools who made significant progress in at least one of the strategic priority areas of the CEOM;

support and investigation of the needs of ten secondary schools embarking on significant curriculum innovations;

a co-designed investigation with groups of students in primary and secondary schools;

a co-designed investigation with parent groups in a range of Catholic communities.